Using Data Collection Applications in Early Childhood Settings to Support Behavior Change

Abstract

Social–emotional development in early childhood (EC) is an important factor to their later development and adjustment. While all young children display unwanted behaviors at some time during development, challenging behaviors that occur across settings and over a period of time should be identified and intervened; thus, data collection efforts need to be efficient and accurate as time can be a barrier. There are currently applications for children in a K–12 setting that can be used to collect data and share positive behavior support plans; however, they may not necessarily be tailored to the EC population. A variety of data collection apps will be discussed as they relate to identifying a behavior to data collection skills. Suggestions will be given on what apps should contain for data collection and how to make them applicable to EC settings as well as collaborating with multiple professionals.

Utilizing GoogleMeets™ to Implement Prompting Strategies During Instruction for Students With Autism Spectrum Disorder

“…Distance education is defined as a student participating in instruction in a different location than the educator (Donatella et al, 2020; Frederick et al, 2020). Digital platforms are also used to monitor the data and progress of students with and without disabilities (Riggleman, 2020). Students with ASD typically make growth commensurate with their same-aged peers through distance education (Richardson, 2017); however, this is only accomplished with accommodations and additional supports and resources (Richardson, 2010).…”

Making Progress Monitoring Easier and More Motivating: Developing a Client Data Collection App Incorporating User-Centered Design and Behavioral Economics Insights

“…Two main barriers limit client data tracking. First, data collection often relies on pen-and-paper methods, which are subject to error and impede the delivery of services in fast-paced and busy therapeutic environments (Dale and Hagen 2007;Le Jeannic et al 2014;Riggleman 2021). This reliance on pen-and-paper methods also complicates behavior tracking over time and data sharing among team members (Riggleman 2021).…”

“…First, data collection often relies on pen-and-paper methods, which are subject to error and impede the delivery of services in fast-paced and busy therapeutic environments (Dale and Hagen 2007;Le Jeannic et al 2014;Riggleman 2021). This reliance on pen-and-paper methods also complicates behavior tracking over time and data sharing among team members (Riggleman 2021). Managing children's challenging behaviors while keeping up with data collection requirements can be extremely difficult and stressful for one-to-one aides and therapists (Riggleman 2021).…”

“…This reliance on pen-and-paper methods also complicates behavior tracking over time and data sharing among team members (Riggleman 2021). Managing children's challenging behaviors while keeping up with data collection requirements can be extremely difficult and stressful for one-to-one aides and therapists (Riggleman 2021). Indeed, data show that challenging behaviors in children with autism contribute to burnout among staff (Hastings and Brown 2002).…”

Using Technology to Increase the Use of Evidence-Based Behavioral Interventions With Students With High-Incidence Disabilities

“…This focus on technology has opened pathways for educators to embed technology into classroom-based practices and interventions with their students. There are emerging examples of technology use with students with disabilities where it has been used as a platform to (a) collect and analyze data (Adiguzel et al, 2009;Riggleman, 2020); (b) graphically display results (Gorlewicz et al, 2014) (c) instantaneously share data between educators, students, and parents; and (d) be modified to meet each students' individual needs (Bruhn et al, 2016). Additionally, this embedded technology provides educators with opportunities to intervene across the continuum of a student's entire educational day, even during contexts when an educator or the same educator may not be present such as on the bus or in the home.…”